Abstract
In the Kingdom of Saudi Arabia, a deficiency exists in comprehensive assessments of transitional programs and services tailored for students with intellectual disabilities. The present research is a systematic review to discuss the barriers to planning and implementing transitional services for students with intellectual disabilities in the Kingdom of Saudi Arabia and possible facilitators. Consequently, a thorough systematic review and exploration were conducted across ERIC - ProQuest, Education Journals - ProQuest, Google Scholar, EBSCO, Web of Science, and Scopus. The findings spotlighted various barriers from the perspective of stakeholders, categorising them as educational, familial, societal, and functional barriers. Among these, educational obstacles emerged as the most significant challenges impeding the employment prospects of students with intellectual disabilities. The results further disclosed several suggested facilitators to address these challenges, encompassing educational interventions and collaborative practices. This study furnishes decision-makers in the Kingdom, along with professionals in the realm of special education and parents, with valuable insights into the prevailing challenges illuminated by recent studies in the field, as well as the most prominent proposed solutions.
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